Special and integrated special education is an integral part of the Romanian national education system and offers all children/pupils/young people educational programs adapted to the degree of disability and their developmental needs.

It is organized at all levels of pre-university education, depending on the type and degree of disability, as follows: mental, hearing, visual, locomotor, associated.

Inclusive education was adopted in Romania as early as the '90s by respecting diversity, initiating and practically achieving access and participation in education and social life for all categories of children. Today, approximately half of students with disabilities are educated in mainstream education.

The legislation in the field of special education was thus designed to respond to a wide and very varied spectrum of special situations. Taking this reality into account, special education, integrated special education and inclusive education have been organized at all levels of pre-university education, depending on the type and degree of disability.

Special education units for students with sensory impairments apply the curriculum of mainstream schools. These units retain only the structure and form of organization according to the special education system, while in content, school training and specialization they are similar to mainstream schools. Special technological high schools, special high school classes and special post-secondary classes are organized following the model of mainstream schools (content, profiles, specializations, outcomes, objectives and/or competencies). Teaching/learning strategies, approaches and methods remain specific to these units.

Upon graduation, students of these special education units take national exams (tests, baccalaureate or graduation exam) just like all graduates of mainstream education. For them, facilities and adaptations are stipulated in the methodologies for organizing and conducting exams.

For each student with severe, profound or associated disabilities, a personalized intervention plan is developed with objectives specific to their needs and psycho-individual development possibilities.

Students with special educational needs benefit from adaptations in examination procedures for regular assessments as well.